Sailing into uncharted waters the impact of new media use on education

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The Impact of Out-of-School IT and Media Use on
ICT in Education

• Peter Olaf Looms

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Before we start a quick poll

• Which of the following do you
  currently have access to at home?

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10 years ago

• Which of the following did you have
  access to at home in June 1993?

games console
mobile phone
PC with Internet
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Purpose of quiz

• The figures give you a sense of
• the speed or slowness with which change is
  happening
• Whether a given device has (or will) become
  ubiquitous

games console
mobile phone
PC with Internet
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Inputs from Hong Kong
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South China Morning Post August 2002
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South China Morning Post 21 June 2003
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HKISPA launch content rating
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Who I am and what I do

• Full-time consultant at public service
  broadcaster DR - to inform, educate and
  entertain
• Strategy, market and technology, mainly digital
  TV and broadband
• Teach postgrad courses in format development and
  
• strategic issues related
• to digital content
• the IT-University Copenhagen
• the University of Hong Kong

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Three questions

• What do we know about out-of-school
  media use by our current and future students?
• What impact does this have on the cognitive and
  affective development of our students?
• What are the implications of out-of-school
  media use for educational policy and practice?

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• What do we know about out-of-school media use
  by our current and future students?

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What do we mean by media?
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• Watching a physically passive style of media
  consumption covering television and time-shifted
  viewing, VHS and DVD, Pay Per View and Video On
  Demand
• Playing a more active type of media generally
  bought in units rather than subscriptions and
  including console games and recorded music
• Connecting usage involving peer-to-peer or
  peer-to-group communication and information
  covering SMS, MMS, e-mail, the Web and services
  such as ICQ and MSN Messenger on the Web, mobile
  devices and digital television
• How many hours did you spend on these three last
  week?

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What do we spend time and money on?
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Source Henley Centre, SIS Briefings 50, July
2002, EBU Geneva Switzerland
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When do watch, play and connect?
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What about kids? Are they different?
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What about kids? Are they different?
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Source Drotner (2001) Figures for Danish children
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Research from May 2003

• Risk behaviour among 9-16 year olds in Denmark,
  Finland, Iceland, Norway, Sweden...
• ...and Ireland

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Kids and adolescents use the Net for many things
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• The Net generation sub-culture -
• A first attempt to understand it comments
• Kids by and large have their own Net culture
• The Net is the current toy and medium for
  experiences, entertainment, communication and
  network building in Denmark coupled with the
  mobile phone
• The transition from childhood to adulthood
  involving experimentation, breaking new ground
  and breaking taboos currently takes place
  primarily on the Net
• The home, school and out-of-school clubs have
  become transparent areas where adults observe and
  engage in dialogue with children on equal terms

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The Net generation sub-culture -A first attempt
to understand it

• Kids by and large have their own Net culture
• The Net is the current toy and medium for gaining
  experience, entertainment, communication and
  network building in Denmark coupled
  with the mobile phone
• The transition from childhood to adulthood
  involving experimentation, breaking new ground
  and challenging taboos currently takes place
  primarily on the Net
• The home, school and out-of-school clubs have
  become transparent areas where adults observe and
  engage in dialogue with children on equal terms

comments
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The Future of the Protection of Minors -
Attitudes and Possible Action

• 4 components
• Protect minors from media
• Satisfy kids need for quality media
• Participate in kids activities using media
• Bring children up to relate to media

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Who help the Net generation?
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Facilitators of learning

• Kids most frequently learn about the Net from
• Peers - friends, schoolmates (53)
• Parents (38)
• Trial and error (34)
• Their teachers (23)
• Older siblings (21)
• Websites (8)
• Libraries (7)
• Chat pal (7)
• Magazines (5)

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The Future of the Protection of Mniors -
attitudes and action
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• 4 Perspectives
• Protect minors from media
• Satisfy kids need for quality media
• Participate in kids activities using media
• Bring children up to relate to media

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The Future of the Protection of Mniors -
attitudes and action
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• 4 Perspectives
• Protect minors from media
• Satisfy kids need for quality media
• Participate in kids activities using media
• Bring children up to relate to media

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Current media use - conclusions
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• Information and Communication Technologies now
  widely available
• Children and adolescents heavy users of a wide
  range of ICT and traditional media out of school
• ICT use in school outshadowed by what goes on
  outside (quantitatively, in some respects
  qualitatively)
• This has all taken place in less than a decade
• Narrative appeal of television and electronic
  games at the expense of the book

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• What impact does this have on the cognitive and
  affective development of our students?

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A good research summary...
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Motivation and learning
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Emotions and learning
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The software induces conditions within the
players which encourage them to continue their
involvement with their role as game player.
Such conditions include satisfaction, desire,
anger, absorption, interest, excitement,
enjoyment, pride in achievement, and the
(dis)approbation of peers and of others. It is
in provoking and harnessing some of these
emotions and their consequences that games
software might benefit education. BECTA
2002
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What does research tell us? 1/3
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• Egenfeldt-Nielsen and Heide Smith 2000 in their
  book and website update 2001
• Review of 60 scientific studies published in
  English or European languages.
• Unable to draw any general conclusions about
  negative social behaviour.
• Neurophysiological studies suggest that dopamine
  releases have an impact on learning and games
  develop eye-hand coordination (Koepp, M.J. et al
  1998), (Kawashima 2001)

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What does research tell us? 2/3
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• Nearly every study suffers from unclear
  definitions (of violence or aggression),
  ambiguous measurements (confusing aggressive play
  with aggressive behaviour) or using questionable
  measures of aggression, such as blasts of noise
  or self-reports of prior aggression) and
  overgeneralizations from the data
• In reality, a game player chooses when and what
  to play, and enters into a different state of
  mind than someone who is required to play on
  demand.
• Goldstein 2000

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What does research tell us? 3/3
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• Examples of Danish research in this field
  (published in English)
• 3. Children's Use of the Internet. - Play,
  sociality and communication. Paper. Konference
  Minori in Internet. Doni e danni della rete.
  Napoli 16-17 November.
• 8. Sørensen, Birgitte Holm 2000 Chat and
  Identity - Playing with the Forms of Chat. Paper.
  Forum of Youth and Media Research, Sydney 26-29
  November
• 9. Sørensen, Birgitte Holm Jessen, Carsten
  2000 It isn't real - Children, Computer Games,
  Violence and Reality. In Cecilia von Feilitzen
  Ulla Carlsson (ed.) Children in the New Media
  Landscape. Yearbook 2000. The UNESCO
  International Clearinghouse on Children and
  Violence on the Screen
• 18.Olesen, Birgitte R. Sørensen, Birgitte Holm
  1999 Play Learn - but do they learn anything?
  Tell Call. Zeitschrift für Technologie-unterstüt
  zten Unterricht 2. Wien

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• Conclusion
• Out-of-school media use has a variety of learning
  outcomes about we still know too little

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• What are the implications of out-of-school media
  use for educational policy and practice?

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Media usage - continuous change
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Games - annual revenues 2002
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The Economist, Console Wars 20 June 2002
380 million USD
Keen, Ben (editor) 2002. Wireless, Interactive
TV and Online Gaming Market assessment and
forecasts. Screen Digest, London.
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Games - annual revenues 2006
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6,350 million USD
Keen, Ben (editor) 2002. Wireless, Interactive
TV and Online Gaming Market assessment and
forecasts. Screen Digest, London.
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Is interactivity on the increase?
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Ongena 2001
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• Conclusions
• Out-of-school media use has changed rapidly and
  will continue to evolve as digitalisation,
  convergence and IP lead to ubiquitous and
  persuasive computing (Wolf in Sheeps Clothing)
• ICT in education policy would benefit from
  further studies of out-of-school media use both
  as a social phenomenon and for possible synergies
  between education and the outside world

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• Conclusions
• A realistic policy regarding protection of minors
  from offensive and violent content cannot be
  based on filtering and content rating alone.
• Education and the teaching of ethics could well
  play a crucial, complementary role (if
  understood/accepted by government)
• Parents still have responsibilities towards their
  children
• Educational use of games and simulations should
  be aware of the external yardstick -
  professional, seductive productions from the
  entertainment industry

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Thank you!